Pub Date : 2024-02-17DOI: 10.17161/jis.v17i1.18608
David Cassilo, Jimmy Sanderson
This study examined college athlete handbooks at 50 Division I institutions to understand how language focused on mental health was framed. Mental health is an important area of focus on college campuses, particularly for athletes due to increased demands as well as stigmas related to reporting. The researchers performed a framing analysis of college athlete handbooks during the 2020-21 academic year, focusing on all references to mental health, while also examining in detail specific sections devoted to mental health resources. The findings indicated that those specific sections provided supportive resources for college athletes, potentially eroding stigma surrounding the issue. However, some policies did connect support to athletic performance, thus diminishing the individual in the process. Additionally, a lack of reference to diversity and inclusivity may create barriers to mental health support. This research can provide a great resource for athletic departments focused on developing communication strategies to support athlete mental health.
{"title":"Examining the framing of mental health in Division I student-athlete handbooks","authors":"David Cassilo, Jimmy Sanderson","doi":"10.17161/jis.v17i1.18608","DOIUrl":"https://doi.org/10.17161/jis.v17i1.18608","url":null,"abstract":"This study examined college athlete handbooks at 50 Division I institutions to understand how language focused on mental health was framed. Mental health is an important area of focus on college campuses, particularly for athletes due to increased demands as well as stigmas related to reporting. The researchers performed a framing analysis of college athlete handbooks during the 2020-21 academic year, focusing on all references to mental health, while also examining in detail specific sections devoted to mental health resources. The findings indicated that those specific sections provided supportive resources for college athletes, potentially eroding stigma surrounding the issue. However, some policies did connect support to athletic performance, thus diminishing the individual in the process. Additionally, a lack of reference to diversity and inclusivity may create barriers to mental health support. This research can provide a great resource for athletic departments focused on developing communication strategies to support athlete mental health.","PeriodicalId":499745,"journal":{"name":"Journal of Intercollegiate Sport","volume":"78 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-17DOI: 10.17161/jis.v17i1.20971
Molly Harry, Daniel Springer
The uneasy marriage of higher education and athletics can be seen through the conceptual lenses of former institution and National Collegiate Athletic Association (NCAA) President Myles Brand’s Standard or Integrated View. The Standard View maintains that athletics serves as a business while the Integrated View argues that athletics should be appreciated as a form of education and art. Through these perspectives of athletics as a business, education, and art, this study surveyed faculty at one football bowl subdivision institution (n = 216) on their perceptions of athletics. Analyses demonstrated faculty perceptions were varied and contradictory as they noted athletics was simultaneously a business important for their institution, but also a detractor for higher education at large. Additionally, they perceived some developmental benefits of participation in athletics but still did not believe sports to be educational in nature. Implications for better understanding faculty perceptions of athletics while improving the education-sport marriage are discussed.
{"title":"Examining Faculty Perspectives on the Role and Value of Intercollegiate Athletics","authors":"Molly Harry, Daniel Springer","doi":"10.17161/jis.v17i1.20971","DOIUrl":"https://doi.org/10.17161/jis.v17i1.20971","url":null,"abstract":"The uneasy marriage of higher education and athletics can be seen through the conceptual lenses of former institution and National Collegiate Athletic Association (NCAA) President Myles Brand’s Standard or Integrated View. The Standard View maintains that athletics serves as a business while the Integrated View argues that athletics should be appreciated as a form of education and art. Through these perspectives of athletics as a business, education, and art, this study surveyed faculty at one football bowl subdivision institution (n = 216) on their perceptions of athletics. Analyses demonstrated faculty perceptions were varied and contradictory as they noted athletics was simultaneously a business important for their institution, but also a detractor for higher education at large. Additionally, they perceived some developmental benefits of participation in athletics but still did not believe sports to be educational in nature. Implications for better understanding faculty perceptions of athletics while improving the education-sport marriage are discussed.","PeriodicalId":499745,"journal":{"name":"Journal of Intercollegiate Sport","volume":"89 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-17DOI: 10.17161/jis.v17i1.19499
V. Schull, L. Kihl
The current landscapes of intercollegiate sports and higher education are experiencing shifts toward more democratic representation. In college sport, student-athlete representatives are more engaged in policy decisions, hold voting rights, and are included on boards and committees. Despite this shift, little is known about what good intercollegiate athlete representation entails and how multi-level, democratic governance systems may support or impede good representation in the context of college sport. This paper explores qualities of good college athlete representation (CARep) and factors contributing to and/or detracting from the process of good CARep in the context of a democratic multi-level intercollegiate sport governance system. Findings showed individual attributes of good CARep, including interpersonal skills and leadership, were based on democratic representation virtues (i.e., fairmindedness, trust building, good gatekeeping) and helped foster democratic values of civic equality, self-governance, and inclusion. The intercollegiate sport governance system supports the work of athlete representatives primarily through its educative function. More specifically, administrators were key to identifying experiential learning opportunities for athlete representatives, which contributed to the process of good representation through responsiveness, inclusiveness, and egalitarianism. Lack of administrative support and education for all relevant interest groups characterized governance system inconsistencies impeding good CARep, primarily at institutional levels where the purpose of student-athlete committees varied and/or athlete representative roles were less understood. Implications for practice and directions for future research on good athlete representation are presented.
{"title":"Good student-athlete representation","authors":"V. Schull, L. Kihl","doi":"10.17161/jis.v17i1.19499","DOIUrl":"https://doi.org/10.17161/jis.v17i1.19499","url":null,"abstract":"The current landscapes of intercollegiate sports and higher education are experiencing shifts toward more democratic representation. In college sport, student-athlete representatives are more engaged in policy decisions, hold voting rights, and are included on boards and committees. Despite this shift, little is known about what good intercollegiate athlete representation entails and how multi-level, democratic governance systems may support or impede good representation in the context of college sport. This paper explores qualities of good college athlete representation (CARep) and factors contributing to and/or detracting from the process of good CARep in the context of a democratic multi-level intercollegiate sport governance system. Findings showed individual attributes of good CARep, including interpersonal skills and leadership, were based on democratic representation virtues (i.e., fairmindedness, trust building, good gatekeeping) and helped foster democratic values of civic equality, self-governance, and inclusion. The intercollegiate sport governance system supports the work of athlete representatives primarily through its educative function. More specifically, administrators were key to identifying experiential learning opportunities for athlete representatives, which contributed to the process of good representation through responsiveness, inclusiveness, and egalitarianism. Lack of administrative support and education for all relevant interest groups characterized governance system inconsistencies impeding good CARep, primarily at institutional levels where the purpose of student-athlete committees varied and/or athlete representative roles were less understood. Implications for practice and directions for future research on good athlete representation are presented.","PeriodicalId":499745,"journal":{"name":"Journal of Intercollegiate Sport","volume":"62 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139960378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-17DOI: 10.17161/jis.v17i1.21130
Grace Kazmierski-Davie, Khalid Ballouli
This study employs a pre-post survey design, engaging a purposive-convenience sample of 94 U.S. college athletes who participated in the Tokyo 2020 Summer Olympics across eight sports and 22 countries. Utilizing validated scales, participants’ group, national, and athletic identities were measured weeks before and after the event. Paired sample t-tests and a repeated measures multivariate analysis of variance were utilized to understand the effects of time and demographic variables on these identities. Results revealed that after competing in the Tokyo 2020 Olympics, college athletes exhibited a significant decrease in their group identity and a significant increase in their national identity, while their athletic identity remained relatively unchanged. The results were qualified by student status interactions such that international students showed a significant decrease in group identity and a significant increase in national identity after competing in Tokyo 2020, with no significant changes observed in these identities for domestic students. The results illuminate a complex process of identity negotiation experienced by collegiate Olympic athletes that transition between Olympic and college sport environments. This study contributes to sport management literature by offering nuanced insights into the dynamics of role-switching, urging stakeholders to utilize these findings to enhance the experiences of college athletes.
{"title":"Identity Dynamics in Collegiate Olympic Athletes Post-Tokyo 2020: A Pre-Post Study","authors":"Grace Kazmierski-Davie, Khalid Ballouli","doi":"10.17161/jis.v17i1.21130","DOIUrl":"https://doi.org/10.17161/jis.v17i1.21130","url":null,"abstract":"This study employs a pre-post survey design, engaging a purposive-convenience sample of 94 U.S. college athletes who participated in the Tokyo 2020 Summer Olympics across eight sports and 22 countries. Utilizing validated scales, participants’ group, national, and athletic identities were measured weeks before and after the event. Paired sample t-tests and a repeated measures multivariate analysis of variance were utilized to understand the effects of time and demographic variables on these identities. Results revealed that after competing in the Tokyo 2020 Olympics, college athletes exhibited a significant decrease in their group identity and a significant increase in their national identity, while their athletic identity remained relatively unchanged. The results were qualified by student status interactions such that international students showed a significant decrease in group identity and a significant increase in national identity after competing in Tokyo 2020, with no significant changes observed in these identities for domestic students. The results illuminate a complex process of identity negotiation experienced by collegiate Olympic athletes that transition between Olympic and college sport environments. This study contributes to sport management literature by offering nuanced insights into the dynamics of role-switching, urging stakeholders to utilize these findings to enhance the experiences of college athletes.","PeriodicalId":499745,"journal":{"name":"Journal of Intercollegiate Sport","volume":"89 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-17DOI: 10.17161/jis.v17i1.19739
Yiqi Yang, Erika Gray, Keita Kinoshita, Eric MacIntosh
This study applies a transformative sport service research approach to examine student-athletes’ wellness within a collegiate sport setting. Sixteen semi-structured interviews were completed during the COVID-19 pandemic and the stop of play in Canada (early 2021). Findings denoted wellness was influenced by this time period as well as organizational factors which are within the purview of existing management practices. The study details the service environment to understand physical and mental well-being while taking into consideration the general and organizational environments which influence the student-athletes. Findings demonstrate that eudaimonic-related experiences (e.g., learning, development, relationship) are related to student-athletes' mental well-being. This research underpins the role of education, policies, and communication, which draws several implications for the service environment in a collegiate sport setting and the key stakeholders involved in producing an environment to enhance student-athletes’ experience. The paper elaborates on the importance of the service environment and provides evidence of what student-athletes suggest management can change and focus their efforts on towards creating a transformative service environment. Theoretical implications for the transformative service research are put forward, including the co-creative aspects to determine programming which could contribute towards student-athletes wellness. Broader suggestions for change within the sport system and future research are also advanced.
{"title":"Reframing the Service Environment in Collegiate Sport: A Transformative Sport Service Research Approach","authors":"Yiqi Yang, Erika Gray, Keita Kinoshita, Eric MacIntosh","doi":"10.17161/jis.v17i1.19739","DOIUrl":"https://doi.org/10.17161/jis.v17i1.19739","url":null,"abstract":"This study applies a transformative sport service research approach to examine student-athletes’ wellness within a collegiate sport setting. Sixteen semi-structured interviews were completed during the COVID-19 pandemic and the stop of play in Canada (early 2021). Findings denoted wellness was influenced by this time period as well as organizational factors which are within the purview of existing management practices. The study details the service environment to understand physical and mental well-being while taking into consideration the general and organizational environments which influence the student-athletes. Findings demonstrate that eudaimonic-related experiences (e.g., learning, development, relationship) are related to student-athletes' mental well-being. This research underpins the role of education, policies, and communication, which draws several implications for the service environment in a collegiate sport setting and the key stakeholders involved in producing an environment to enhance student-athletes’ experience. The paper elaborates on the importance of the service environment and provides evidence of what student-athletes suggest management can change and focus their efforts on towards creating a transformative service environment. Theoretical implications for the transformative service research are put forward, including the co-creative aspects to determine programming which could contribute towards student-athletes wellness. Broader suggestions for change within the sport system and future research are also advanced.","PeriodicalId":499745,"journal":{"name":"Journal of Intercollegiate Sport","volume":"52 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139960271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.17161/jis.v16i3.18977
Chris Corr, Trevor Bopp, Christopher Atwater, Calvin Nite
During the 2022 National Collegiate Athletic Association (NCAA) college football season, eight of the 65 Power-5 head coaches were Black. The racial composition of assistant coaches, however, was nearly 50% Black and 50% White. While the head coach of a Power-5 football team serves as the leader of the program, the 10 assistant coaches permitted by the NCAA oversee a variety of critical roles; the most valuable of which is recruiting. This study extends previous work by examining the racial composition of Power-5 football coaching staffs and recruiting responsibilities through the lens of racial tasking. An analysis of Power-5 football recruiting classes from 2019 and 2020 illustrates that assistant coaches are tasked with recruiting recruits racially similar to themselves 58% of the time. Furthermore, Black assistant coaches are disproportionately tasked with recruiting Black recruits and higher rated recruits (i.e., five- and four-star) compared to their White counterparts. We contend such racialized responsibilities and expectations may affect opportunities for advancement among Black assistant coaches.
{"title":"Chasing Stars: Racial Tasking of Recruiting Responsibilities among Power-5 Football Coaches","authors":"Chris Corr, Trevor Bopp, Christopher Atwater, Calvin Nite","doi":"10.17161/jis.v16i3.18977","DOIUrl":"https://doi.org/10.17161/jis.v16i3.18977","url":null,"abstract":"During the 2022 National Collegiate Athletic Association (NCAA) college football season, eight of the 65 Power-5 head coaches were Black. The racial composition of assistant coaches, however, was nearly 50% Black and 50% White. While the head coach of a Power-5 football team serves as the leader of the program, the 10 assistant coaches permitted by the NCAA oversee a variety of critical roles; the most valuable of which is recruiting. This study extends previous work by examining the racial composition of Power-5 football coaching staffs and recruiting responsibilities through the lens of racial tasking. An analysis of Power-5 football recruiting classes from 2019 and 2020 illustrates that assistant coaches are tasked with recruiting recruits racially similar to themselves 58% of the time. Furthermore, Black assistant coaches are disproportionately tasked with recruiting Black recruits and higher rated recruits (i.e., five- and four-star) compared to their White counterparts. We contend such racialized responsibilities and expectations may affect opportunities for advancement among Black assistant coaches.","PeriodicalId":499745,"journal":{"name":"Journal of Intercollegiate Sport","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135107863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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